Strengthening Early Learning: Examining the Role of Parental Involvement in Preschoolers’ Literacy and Numeracy Proficiency

Abstract

This study examined the relationship between parental involvement and the literacy and numeracy skills of preschool learners at Mabolo Elementary School. Employing a descriptive-correlational design, the research aimed to determine whether varying levels of parental engagement were significantly associated with children’s mastery of key domains: alphabet knowledge, phonological awareness, book and print knowledge, number recognition, identifying attributes, and thinking skills. A total of 102 preschool learners and their families participated, selected through purposive sampling. Data collection utilized standardized assessment tools and a validated parental involvement questionnaire, anchored in established frameworks such as those by Epstein (2018) and Castro et al. (2015). Statistical analyses, including frequency counts, weighted means, and Pearson’s correlation coefficient, were conducted to explore potential relationships between parental involvement and learner outcomes. Results revealed that while parental involvement was uniformly high, there was no statistically significant correlation with most literacy and numeracy domains, except for a modest positive relationship with number skills. The findings highlighted that the quality, focus, and context of engagement rather than frequency alone are critical in supporting early learning. In response, the study developed a comprehensive Action Plan emphasizing targeted, skill-specific family activities, enhanced home-school collaboration, and sustainable resource provision. This research underscores the need for intentional and collaborative strategies to optimize early childhood educational outcomes.